Development and Validation of a Structural Equation Model for Physical Health Promotion Based on Psychosocial Factors among University Students in Ningbo City

Abstract

Background and Aim: University students in Ningbo City increasingly face health challenges associated with sedentary lifestyles, academic pressure, and insufficient physical activity. Understanding the psychosocial factors influencing students’ physical health is essential for developing effective health promotion strategies in higher education. This study aims to develop and validate a Structural Equation Model (SEM) based on health promotion theories to examine the relationships among self-efficacy, social support, perceived benefits, perceived barriers, physical activity, and physical health among university students.

Materials and Methods: This study employed a quantitative cross-sectional research design. A total of 650 university students in Ningbo City were selected using stratified random sampling to ensure demographic representation. Data were collected using six validated instruments measuring physical activity, perceived barriers, perceived benefits, self-efficacy, social support, and physical health. All measurement scales demonstrated strong reliability, with Cronbach’s alpha coefficients exceeding 0.80. Structural Equation Modeling (SEM) was conducted using AMOS version 24 to evaluate both the measurement and structural models. Confirmatory Factor Analysis (CFA) was applied to establish construct validity, followed by model fit assessment.

Results: The final SEM consisted of six latent variables: social support, self-efficacy, perceived benefits, perceived barriers, physical activity, and physical health. The model demonstrated satisfactory goodness-of-fit indices (GFI = 0.944, RMSEA = 0.052, χ²/df = 2.744, CFI = 0.961, and TLI = 0.953), confirming its statistical validity. The findings revealed that social support and self-efficacy had significant positive effects on physical activity, which subsequently exerted a positive influence on physical health outcomes. Perceived benefits and perceived barriers functioned as mediating variables within these relationships, affecting students’ engagement in physical activity behaviors.

Conclusion: The validated SEM provides an evidence-based framework for understanding and promoting physical health among university students. The findings emphasize the important roles of self-efficacy, social support, and students’ perceptions of benefits and barriers in shaping physical activity participation and health outcomes. This study offers valuable implications for designing targeted health promotion programs, educational interventions, and policy initiatives aimed at improving student well-being in higher education settings.